不同发展阶段的幼儿园教师数学学科教学知识的比较研究

发布时间：2018-04-05 23:36

本文选题：数学学科教学知识　切入点：幼儿园教师　出处：《教师教育研究》2015年03期

【摘要】：关于幼儿园教师数学学科教学知识的发展变化的研究有助于提高职前教育和职后培训的针对性和实效性。本研究通过对80名幼儿园教师的问卷调查发现,不同教龄的教师在各维度的知识掌握多停留在一般性知识,并且只在儿童相关的学科内容知识、教学法知识两个维度上存在显著差异。5年以上教龄的教师的表现显著优于5年以内的教师,并在儿童相关的学科内容知识、儿童发展知识两个维度与教学法知识存在显著相关。这一研究结果表明,幼儿园教师对各维度知识的整合不够,并且不能够在实践中自发地进行反思和总结,从而实现实践性知识的积累。建议加强与数学学科、活动主题和儿童相关联的特殊知识方面的教学与培训,并重视引导和支持教师对实践的反思。
[Abstract]:The research on the development and change of mathematics teaching knowledge of kindergarten teachers is helpful to improve the pertinence and effectiveness of pre-service education and post-vocational training.Based on a questionnaire survey of 80 kindergarten teachers, it is found that teachers of different teaching years hold more general knowledge in each dimension, and only in the knowledge of children's related subjects.There is a significant difference in the two dimensions of pedagogical knowledge, the performance of teachers with more than 5 years of teaching age is significantly better than that of teachers within 5 years, and there is a significant correlation between the two dimensions of knowledge of children's development and the knowledge of pedagogy.The result of this study shows that kindergarten teachers' integration of knowledge in all dimensions is not enough and can not be reflected and summed up spontaneously in practice so as to realize the accumulation of practical knowledge.It is suggested that the teaching and training of special knowledge related to mathematics subjects, activity themes and children should be strengthened, and that teachers should be guided and supported in their reflection on practice.
【作者单位】：北京师范大学教育学部;北京教育学院朝阳分院;
【基金】：北京高等学校“青年英才计划”项目(YETP0268)阶段性研究成果
【分类号】：G613.4

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